Unnamed Educator

Ibram X. Kendi, has done a great job of putting words to this idea that a lot of us have known for a long time, that there is no not racist. There is no non-racist. You're either contributing to racism or you're pushing against racism.

Ibram X. Kendi, has done a great job of putting words to this idea that a lot of us have known for a long time, that there is no not racist. There is no non-racist. You're either contributing to racism or you're pushing against racism.

Ibram X. Kendi, has done a great job of putting words to this idea that a lot of us have known for a long time, that there is no not racist. There is no non-racist. You're either contributing to racism or you're pushing against racism.

Our third point that we do bring up and cover in this mini presentation is understanding the importance of sex work in the LGBT plus community and in LGBT youth survival because especially for queer and trans people of color and most emphatically black trans women this often is a means of income.

Our third point that we do bring up and cover in this mini presentation is understanding the importance of sex work in the LGBT plus community and in LGBT youth survival because especially for queer and trans people of color and most emphatically black trans women this often is a means of income.

Our third point that we do bring up and cover in this mini presentation is understanding the importance of sex work in the LGBT plus community and in LGBT youth survival because especially for queer and trans people of color and most emphatically black trans women this often is a means of income.

And by not talking about it and avoiding talking about that, we're actually making that worse and making it easier for people to be stigmatized who need support. So we wanna make sure that that's something as educators that we're aware of so that we're able to support our communities.

And by not talking about it and avoiding talking about that, we're actually making that worse and making it easier for people to be stigmatized who need support. So we wanna make sure that that's something as educators that we're aware of so that we're able to support our communities.

And by not talking about it and avoiding talking about that, we're actually making that worse and making it easier for people to be stigmatized who need support. So we wanna make sure that that's something as educators that we're aware of so that we're able to support our communities.

As service providers and as educators, we want to make sure that we are not reinforcing systems of adultism. For LGBT young people, adultism is uniquely important because a huge part of where adultism meets homophobia and transphobia is the notion that as a young LGBT person, you are not in charge of yourself. You are not in charge of your body. You're not in charge of your medical care.

As service providers and as educators, we want to make sure that we are not reinforcing systems of adultism. For LGBT young people, adultism is uniquely important because a huge part of where adultism meets homophobia and transphobia is the notion that as a young LGBT person, you are not in charge of yourself. You are not in charge of your body. You're not in charge of your medical care.

As service providers and as educators, we want to make sure that we are not reinforcing systems of adultism. For LGBT young people, adultism is uniquely important because a huge part of where adultism meets homophobia and transphobia is the notion that as a young LGBT person, you are not in charge of yourself. You are not in charge of your body. You're not in charge of your medical care.

And by denying or trying to control LGBT young people's ability to express themselves as who they truly are, this often leads to things like people running away from home, as we've discussed and shared with you about our personal lives. This often leads to homelessness. This often leads to and creates a lot of the systems that we all here, I would imagine, are trying to prevent.

And by denying or trying to control LGBT young people's ability to express themselves as who they truly are, this often leads to things like people running away from home, as we've discussed and shared with you about our personal lives. This often leads to homelessness. This often leads to and creates a lot of the systems that we all here, I would imagine, are trying to prevent.

And by denying or trying to control LGBT young people's ability to express themselves as who they truly are, this often leads to things like people running away from home, as we've discussed and shared with you about our personal lives. This often leads to homelessness. This often leads to and creates a lot of the systems that we all here, I would imagine, are trying to prevent.

Say, for example, an LGBT child comes out to their parent and their parent is cishet and their parents like, oh, you know, well, you know, it could just be a phase you might grow out of it. Right. That's something that is commonly heard by LGBT young people. That is not just homophobic and transphobic.

Say, for example, an LGBT child comes out to their parent and their parent is cishet and their parents like, oh, you know, well, you know, it could just be a phase you might grow out of it. Right. That's something that is commonly heard by LGBT young people. That is not just homophobic and transphobic.

Say, for example, an LGBT child comes out to their parent and their parent is cishet and their parents like, oh, you know, well, you know, it could just be a phase you might grow out of it. Right. That's something that is commonly heard by LGBT young people. That is not just homophobic and transphobic.

It's also adultist because you're presuming due to that young person's age that they are unable of recognizing themselves as an LGBT person. So we want to make sure, obviously, as parents that we're one, not doing and saying things like that, not helpful. It's also violent, which we'll get into in a couple of slides.

It's also adultist because you're presuming due to that young person's age that they are unable of recognizing themselves as an LGBT person. So we want to make sure, obviously, as parents that we're one, not doing and saying things like that, not helpful. It's also violent, which we'll get into in a couple of slides.

It's also adultist because you're presuming due to that young person's age that they are unable of recognizing themselves as an LGBT person. So we want to make sure, obviously, as parents that we're one, not doing and saying things like that, not helpful. It's also violent, which we'll get into in a couple of slides.

But we also want to make sure as educators that we are authentically collaborating with our youth and our young people. So we want to make sure that we're working when we're working with young people, most especially LGBT youth, we're collaborating with them authentically. You know, we're asking our young people, well, what do you need? What do you think? What is your perspective?

But we also want to make sure as educators that we are authentically collaborating with our youth and our young people. So we want to make sure that we're working when we're working with young people, most especially LGBT youth, we're collaborating with them authentically. You know, we're asking our young people, well, what do you need? What do you think? What is your perspective?

But we also want to make sure as educators that we are authentically collaborating with our youth and our young people. So we want to make sure that we're working when we're working with young people, most especially LGBT youth, we're collaborating with them authentically. You know, we're asking our young people, well, what do you need? What do you think? What is your perspective?

You know, we want to make sure our young people are empowered in acknowledging that they are knowledgeable in, yes, wants. People, okay, who are able of making decisions, yes, with support, yes, with love, yes, with guidance, but of making decisions about who they are and what that looks like for them.

You know, we want to make sure our young people are empowered in acknowledging that they are knowledgeable in, yes, wants. People, okay, who are able of making decisions, yes, with support, yes, with love, yes, with guidance, but of making decisions about who they are and what that looks like for them.

You know, we want to make sure our young people are empowered in acknowledging that they are knowledgeable in, yes, wants. People, okay, who are able of making decisions, yes, with support, yes, with love, yes, with guidance, but of making decisions about who they are and what that looks like for them.

So this timeline provides an illustration of how racial awareness develops. According to research, three-month-olds show a preference for looking at faces that are similar to the race they see most often. At nine months, infants are unable to distinguish the facial features of racial groups other than their caregiver unless they frequently see images of racially diverse people.

So this timeline provides an illustration of how racial awareness develops. According to research, three-month-olds show a preference for looking at faces that are similar to the race they see most often. At nine months, infants are unable to distinguish the facial features of racial groups other than their caregiver unless they frequently see images of racially diverse people.

So this timeline provides an illustration of how racial awareness develops. According to research, three-month-olds show a preference for looking at faces that are similar to the race they see most often. At nine months, infants are unable to distinguish the facial features of racial groups other than their caregiver unless they frequently see images of racially diverse people.

By the age of two, children are putting people into categories based on race, and they are observing and internalizing power dynamics. At age three, children develop biases and begin assigning meaning to race by attributing positive traits to the dominant race. However, children can still respond to positive messaging about their own and others' racial identities.

By the age of two, children are putting people into categories based on race, and they are observing and internalizing power dynamics. At age three, children develop biases and begin assigning meaning to race by attributing positive traits to the dominant race. However, children can still respond to positive messaging about their own and others' racial identities.

By the age of two, children are putting people into categories based on race, and they are observing and internalizing power dynamics. At age three, children develop biases and begin assigning meaning to race by attributing positive traits to the dominant race. However, children can still respond to positive messaging about their own and others' racial identities.

By age five, children of all races demonstrate social biases primarily by attributing negative traits to non-white races. At this age, children are capable of acting against racial injustice.

By age five, children of all races demonstrate social biases primarily by attributing negative traits to non-white races. At this age, children are capable of acting against racial injustice.

By age five, children of all races demonstrate social biases primarily by attributing negative traits to non-white races. At this age, children are capable of acting against racial injustice.

We are working in a structurally racist from its beginning system. It's like sometimes I feel like I'm working in this concentration camp and there's the gas chambers everywhere and I'm part of that system. And so you have to make that decision about how far you're willing to push or whether you need to get out and do something different.

We are working in a structurally racist from its beginning system. It's like sometimes I feel like I'm working in this concentration camp and there's the gas chambers everywhere and I'm part of that system. And so you have to make that decision about how far you're willing to push or whether you need to get out and do something different.

We are working in a structurally racist from its beginning system. It's like sometimes I feel like I'm working in this concentration camp and there's the gas chambers everywhere and I'm part of that system. And so you have to make that decision about how far you're willing to push or whether you need to get out and do something different.

We are really heavily focused on how do we get police out of schools. We also heavily focus on how do we defund policing and SROs and all that.

We are really heavily focused on how do we get police out of schools. We also heavily focus on how do we defund policing and SROs and all that.

We are really heavily focused on how do we get police out of schools. We also heavily focus on how do we defund policing and SROs and all that.